Session Information
99 ERC SES 04 I, Communities, Families, and Schooling in Educational Research
Paper Session
Contribution
The pandemic experience has solidified the knowledge of how crucial it is to periodically pursue additional education and possess soft skills, as well as being able to adjust to changing circumstances (WEF, 2020; Deloitte, 2020).
The basic concept of human capital is typically used to frame discussions about involvement in continuing education, which is meant to accumulate this form of capital and so to give profits to its owner (Korshunov, Shirkova, Gorbunova, 2023). Therefore, researchers in continuing education concentrate on adult education providers and the demographics of those who take advantage of these opportunities (Korshunov, Gaponova, Gaponova, 2019). They also study the effects of additional professional training on salary (Travkin., 2014), job satisfaction (Karmaeva, Zakharov, 2021), and the smoothness of the education and employment transition (Du Bois-Reymond, Blasco, 2003; Machin, McNally, 2007).
However, taking into account the process of creating one's own educational trajectory is overlooked. For example, education can be used to "upgrade" a current position (either on one's own initiative or at the request of an employer), but it can also be used as a means of sidestepping to occupy a different position within the labor market's structure (Kosyakova, Y., & Bills, D. B., 2021). It turns out that the cross-sectional approach does not allow us to see structural changes: from whatever sector of work people are obliged to retrain and where they are heading, which path and level of education is more self-sufficient, or, conversely, demands (or stimulates) continued education.
Method
We follow the paths of several age groups of Russian citizens using the data from 30 waves (1992-2022) of the "Russia Longitudinal Monitoring Survey, RLMS-HSE", conducted by National Research University "Higher School of Economics'' and OOO “Demoscope” together with Carolina Population Center, University of North Carolina at Chapel Hill and the Institute of Sociology of the Federal Center of Theoretical and Applied Sociology of the Russian Academy of Sciences. (RLMS-HSE web sites: https://rlms-hse.cpc.unc.edu, https://www.hse.ru/org/hse/rlms). It is a series of yearly nationally representative surveys that collect socio-demographic data on the population, including the employment and education statistics we are interested in, similar to studies in Great Britain (BHPS), Switzerland (SHP), Germany (SOAP), Canada (SLID), Australia (HILDA) and India (HDC). We use sequence analysis with additional clustering to create educational trajectories from a set of respondents' choices for their education (Brzinsky-Fay, 2014; Sirotin, Egorov, 2018; Monaghan, 2020). Groups of similar trajectories are used further to find out what combinations of educational programs Russians utilize at different ages and historical times, as well as which programs and majors are more relevant for continuing education.
Expected Outcomes
The investigation is currently ongoing to accomplish the established goals, but the expected results will be as follows: A longitudinal methodology will help to overcome the limitations of previous studies of continuing education made on cross-sectional data and also identify whether the educational transitions were more proactive (desired) or reactive (forced) (Sullivan, Baruch, 2009; Guan et al., 2019). Moreover, the study will answer the following questions: What trends do Russians have in their educational trajectories with regard to continuing education? Which life periods correspond to the most "active" and "passive" phases of the accumulation of human capital? What connections exist between the transitions in [continuing] education and the labor market? As a result, the findings will contribute to the discourse of nonlinear trajectories in life course and boundaryless or protean careers (Sullivan, Baruch, 2009), where the emphasis is on the individual and how they create their own paths based on their intentions (Hall, 2004)
References
Brzinsky-Fay C. (2014)The measurement of school-to-work transitions as processes: about events and sequences. European Societies, 16(2), 213–232. Deloitte (2020) COVID-19 The upskilling imperative. Building a future-ready workforce for the AI age. Du Bois-Reymond M., López Blasco A. (2003) Yo-Yo Transitions and Misleading Trajectories: Towards Integrated Transition Policies for Young Adults in Europe. Young People and Contradictions of Inclusion: Towards Integrated Transition Policies in Europe, 19–42. Guan, Y., Arthur, M.B., Khapova, S.N., Hall, R.J., Lord, R.G. (2019) Career boundarylessness and career success: A review, integration and guide to future research. Journal of Vocational Behavior, 110, 390–402. Hall, D.T. (2004) The protean career: A quarter-century journey. Journal of Vocational Behavior, 65(1), 1–13. Karmaeva N., Zakharov A. (2021) Professional Training and Non-Economic Effects for Workers in Russia. Journal of Economic Sociology, 22(2), 81–108. Korshunov I.A., Kuzheleva K.S., Grachev B.A., Sergeev K.A. (2018) Adult education and training: In-demand programs, age and industry structures. Korshunov, I. A., Gaponova, O. S., & Gaponova, N. S. (2019) Adult training and education in the context of economic development of regions. Economy of Region, 15(1), 107–120. Korshunov, I. A., Shirkova, N. N., Gorbunova, M. L. (2023) Active Participation of Adults in Continuing Education: The Role of Regional Economy and Development of Key Industries. Economy of Regions, 1093–1109. Kosyakova, Y. (2016) The regime change and social inequality : educational and job careers in the Soviet and post-Soviet Era. Kosyakova, Y., & Bills, D. B. (2021). Formal adult education and socioeconomic inequality: Second chances or Matthew Effects? Sociology Compass, 15(9). Machin S., McNally S. (2007) Tertiary Education Systems and LabourMarkets. Paris: Education and Training Policy Division, OECD. Monaghan D.B. (2020) College-going trajectories across early adulthood: An inquiry using sequence analysis. The Journal of Higher Education, 91(3), 402–432. Sirotin V.P., Egorov A.A. (2018) Methodological Aspects of Career Trajectories Analysis on Russian Labor Marketi, 25(9), 37-47. Sullivan, S. E., Baruch, Y. (2009). Advances in Career Theory and Research: A Critical Review and Agenda for Future Exploration. Journal of Management, 35(6), 1542–1571. Travkin, P.V. (2014). The impact of the on-the-job training on Russian worker's salary: the effect of abilities approach, 1(33), 51-70. World Economic Forum (2020) The Future of Jobs Report.
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